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The Over - Reliance on Standardized Testing in Cameroon: Implications for the Primary School Classroom

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The Over - Reliance on Standardized Testing in Cameroon: Implications for the Primary School Classroom


Kenneth Ngu Foncha | John Teneng Awa | Tah Delphine Berka



Kenneth Ngu Foncha | John Teneng Awa | Tah Delphine Berka "The Over - Reliance on Standardized Testing in Cameroon: Implications for the Primary School Classroom" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6, October 2019, pp.1248-1251, URL: https://www.ijtsrd.com/papers/ijtsrd29373.pdf

Mandated external assessment remains the main framework for the assessment of pupils, teachers and school administrators’ effectiveness in Cameroon given that there is no national framework to assess students’ learning. This exploratory study set out to examine the high stakes attached to Selection and Exit Certificate Examinations in Primary schools in Cameroon and their implications for the curriculum, instruction, accountability, students’ learning and teachers’ behavior. The study was carried out in 12 Primary Schools. Data were collected using questionnaires and interviews and analyzed thematically. The results from the study indicated that over testing and the misuse of tests are damaging to primary school learners in Cameroon. Also, high stakes testing in Cameroon ignores the complexity of child development as ten- year -old children are subjected to two public examinations within a month. Similarly a majority of the children can’t keep pace with the school curricula. Unfortunately, between 80 and 150 hours of instructional time are lost to test preparation, and a de facto obligatory curriculum reduces instruction as children are compelled to read and answer questions in pamphlet rather than text books. Also, teachers’ authority and independence are reduced. Non-cognitive abilities and soft skills are neglected. Meanwhile, results of these public examinations do not correlate with outcomes of recent cross-national assessment involving Cameroon. This study calls to question, the validity and reliability of both examinations. The study recommends that the Common Entrance and First School Leaving Examinations should be abolished and replaced by a portfolio assessment for grade six learners, a nine -year basic education program should substitute the existing system, and an over-hauling of the basic education curriculum.

High stakes, public examination, assessment, learning outcomes


IJTSRD29373
Volume-3 | Issue-6, October 2019
1248-1251
IJTSRD | www.ijtsrd.com | E-ISSN 2456-6470
Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0)

International Journal of Trend in Scientific Research and Development - IJTSRD having online ISSN 2456-6470. IJTSRD is a leading Open Access, Peer-Reviewed International Journal which provides rapid publication of your research articles and aims to promote the theory and practice along with knowledge sharing between researchers, developers, engineers, students, and practitioners working in and around the world in many areas like Sciences, Technology, Innovation, Engineering, Agriculture, Management and many more and it is recommended by all Universities, review articles and short communications in all subjects. IJTSRD running an International Journal who are proving quality publication of peer reviewed and refereed international journals from diverse fields that emphasizes new research, development and their applications. IJTSRD provides an online access to exchange your research work, technical notes & surveying results among professionals throughout the world in e-journals. IJTSRD is a fastest growing and dynamic professional organization. The aim of this organization is to provide access not only to world class research resources, but through its professionals aim to bring in a significant transformation in the real of open access journals and online publishing.

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